Sharing learning outcomes in chemistry teaching at HE level: Beneficial or detrimental?
DOI:
https://doi.org/10.29311/ndtps.v0i7.465Abstract
The sharing of explicit learning objectives and/or learning outcomes is considered to be good practice in schools, with OFSTED observation criteria indicating that this is a pre-requisite to a good or outstanding lesson1. Such practice does not appear to be widespread in chemistry teaching at HE level. Whilst a statement of aims/objectives/outcomes can normally be found in the documentation accompanying any given unit of teaching, these are typically in a less student-friendly format than those used in school, or are too vague to be useful. At the same time, many lecturers do communicate aims at the start of a lecture, but there may be scope for doing this in a more effective way. The extent to which students are exposed to „learning outcomes‟ varies greatly from institution to institution, discipline to discipline and from teacher to teacher, and as such it is difficult to discern the best approach.
This article presents some background on developments at pre-university level that have influenced practice in this area, and outlines the findings of a research project carried out in the School of Chemistry at the University of Southampton. The project probed the views of staff and students regarding the usefulness of learning outcomes. Several different approaches to sharing learning outcomes with first year students were trialled and evaluated during the course of the 2010-11 academic year. This work is part of an on-going initiative which aims to identify effective methods to support students in becoming independent learners when making the transition to university, and to improve retention rates.
References
The terminology used by OFSTED and those involved in education development does have a tendency to evolve, so care should be taken when reading about the topic. See: Beere, J. (2010) The Perfect (OFSTED) Lesson, Gilbert, I. (Ed.), Crown House Publishing. All guidance regarding the design and delivery of „Outstanding‟ lessons emphasises the importance of sharing the learning objectives of any lesson in whatever form is deemed to be appropriate.
Watson, P. (2002) The Role and Integration of Learning Outcomes into the Educational Process, Active Learning in Higher Education, 3, 205-219.
Overton, T. L. (2005) Writing Learning Outcomes: Advice on defining courses using an outcomes-based approach, Higher Education Academy, UK Physical Sciences Centre.
Newman, M. (2008) Inappropriate use of learning outcomes slated, Times Higher Education Supplement, (accessed on 30th April 2011)
Page, E. M., Read. D. and Rowley, N. M. (2011) Sowing the seeds of change: students taking the lead in chemical education research projects, New Directions in the Teaching of Physical Sciences, 7, 69-71.
Bloom, B. S. (1956) Taxonomy of Educational Objectives, the classification of educational goals – Handbook I: Cognitive Domain. McKay, New York.
Other useful background to learning outcomes can be found here: (accessed 30th April 2011).
